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EDUC 340 Technology Integration in Education -Flipped Classroom
- 1. FLIPPED Lamis Al Hakim Technology Integration in Education EDUC 340 Current and Future Trends in Educational Technology CLASSROOM
- 2. Jonathan Bergmann & Aaron Sams o recorded lessons; o shared with their students; o focused on problems students encountered. The Center for Digital Education conducted a survey and found that 29 % of faculty are using the flipped classroom model. In 2007 Bergmann & Sams:
- 3. Environments in which it is being used
- 4. return to platform assesment application transfer group activities clarifying concepts solving problems digital platform watch a video modeling pre-assessment Pre-Class In-Class Post-class
- 5. Students come to class: Students at home: • able to use the software; • prepared to do creative projects. • watch short tutorial video lectures; • move at their own pace; • Rewind to review portions; • skip through sections they already understood. Algonquin College
- 6. • ownership for learning • student-centered learning • use the pause button • students jot down key points • Cornell note-taking method • students attended classes with suitable questions • addressing the student’s misunderstandings • more efficient Woodland Park High School - Colorado Comparison of Class Time in Traditional versus Flipped Classroom. (Bergmann & Sams, 2012) Bergmann & Sams, 2012. Flip your classroom p.26 Bergmann & Sams
- 7. Student-related Faculty-related Operational Issues Adapting to this new model Creats digital divide/gap Teachers struggle in monitoring their students’ learning Creating long recorded lectures Teachers may have extra work (time-consuming) More time infront of the screen Students cannot ask immediate questions Challenges IT resources & Internet access Teacher professional development
Editor's Notes
- The flipped classroom model of instruction has become extremely popular in recent years. It was introduced in Colorado by two high school teachers: Jonathan Bergmann and his colleague Aaron Sams In 2007 they began recording their lessons using screen capture software after they realized that there was no way to deliver educational materials to students who miss their classes, then they posted their lectures online so students could have access they called it pre-broadcasting they also added audio and annotations to PowerPoint slide shows. After 2007 several schools began using the flipped classroom model, allowing students to start their course study asynchronously. In 2018-2019 the Global State of Digital Learning conducted a study research that revealed remarkable understandings about different instructional approaches used among schools a survey was taken by 9,279 educational professionals The results indicated that Flipped classrooms was used by 25.7 % and it was being practiced as much as we think The Center for Digital Education conducted a survey and found that 29 percent of faculty are using the flipped classroom model, with another 27 percent saying they plan to use it within the next 12 months
- A general overview of the environments in which it is being used The flipped classroom method is evident to be used in different learning environments as It plays a role in changing the students’ learning manner from passive receipt to active one and reestablishes aspiration and self-assurance in learning. In this context, many schools, colleges, universities, and educational centers have adopted this innovative approach. According to Bergmann & Sams, In a flipped classroom, the educator becomes a guide and facilitator who helps learners acquire the content knowledge independently.
- In such environments, students access learning content related to topics that they will learn outside the classroom (pre-class) through different Digital platforms/ tools and materials such as recorded lecture videos, interactive online activities, readings, practice exercises and even pre-assessment the flipped classroom is becoming more popular as a means to support student learning by necessitating students to prepare before lectures and be actively engaged during face-to-face sessions. I class students work collaboratively in groups , teachers check for understanding and clarify concepts and solve students problems Stedents then return t o the platforms in post- class apply their understanding, be assesed by exit tickets and be tansfred to another concpt
- Real examples A video production class at Algonquin College has been using the flipped classroom to explain the mechanisms of editing software, a procedure that is difficult to explain during lectures. “Short tutorial video lectures let students move at their own pace, rewind to review portions, and skip through sections they already understand, meaning students come to class able to use the software and prepared to do creative projects with their peers” (Educause, 2012). In relations to Bloom’s revised taxonomy (2001), “this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. Flipped classrooms aimed to carry teaching outside the class, attract attention, and increase student’s readiness.
- At Woodland Park High School in Colorado Bergmann and Sams encouraged students to use the pause button so they can jot down key points of the content and instructed them to use the Cornell note-taking method, where they take notes, write diverse questions they have, and summarize their learning. Students who embraced this model of note-taking usually attended classes with suitable questions that help Bergmann and Sams address the student’s misunderstandings. Those questions were essential to evaluate the effectiveness of Bergmann and Sams videos. Using flipped classroom was more efficient for both chemistry teachers as seen in the table Comparison of Class Time in Traditional versus Flipped Classroom in the traditional model, students come to class confused about some of the homework They spend 25 minutes doing a warm-up activity and going over those problems they didn’t understand. then present new content for 30 to 45 minutes and spend the remainder of the class with independent practice or a lab. “In the flipped model, the time is completely restructured.” “Students still need to ask questions about the content that has been delivered, answer these questions during the first few minutes of class This allows to clear up misconceptions before they are practiced The remainder of the time is used for more extensive hands-on activities and problem-solving time
- Issues related to this trend A list of disadvantages, issues, challenges, or problems associated with this trend are presented based on reliable sources such as research articles. According to a study done by Lo and Hew (2017) the flipped classroom challenges can be categorized into three main themes, student-related, faculty-related, and operational A downside to flipped learning is creating the video content which takes most of the teachers’ time. Also Teachers have to spend a considerable amount of time coaching and teaching students how to become active learners and work collaboratively in a group setting. Creating long recorded lectures where students then will get bored and lose focus. Thus, resulting in students spending more time in front of the screen Bergman and Sams have found that chunking the videos into smaller segments helps students learn better students who are used to the traditional model of teaching may face some challenges in adapting to this new model Although flipped classroom relies heavily on technology some students might not be able to access the internet at-home This may result in a digital gap between student from different socioeconomic levels While the flipped classroom model benefits students, they may not acquire the idea of having to be active participants Teachers might struggle in monitoring their students’ learning encounter technical problems and require supports from school when operating their flipped course. an additional drawback is that students cannot ask immediate questions that come to their minds, as they could while in-class premises